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Resources for GCSE English Language 9-1. I also publish resources for the BTEC Level 2 in IT course.
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Resources for GCSE English Language 9-1. I also publish resources for the BTEC Level 2 in IT course.
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GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercise ("Fast Food")
This is an editable resource (if you feel the need to tweak!) but a PDF is included too.
Ever tried to teach speech writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a speech writing task (Paper 2 Question 5) then students must be prepared for this eventuality.
This is one way to encourage students to write good speeches.
This set of prompts is designed to introduce students to speech writing in a number of ways. It resource is designed as a 60 minute section of any class and it focuses on a FULL RESPONSE for a speech about whether or not students should be made to do homework.
If you want to use exercise books, there is an ‘instruction only’ set here too.
Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are:
Para 1
Describe fast food using the Rule of Three
Then, make a short statement stating your opinion.
Para 2
Overview
Give a brief overview of the points you will make in your speech (use the ones you jotted down on the first page).
Use a list to do this.
Don’t make this too long!
Para 3
Make your statement.
This is your message – your side of the argument. Tell your audience what your message is.
• Start with: “Personally, I believe…” or similar.
• Use a compound sentence
• Finish your last sentence with an ellipsis.
…and so on!
The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. Your students should end up with a piece containing a minimum of 9 paragraphs of varying language with structural features and language devices used throughout.
This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things.
These exercises cover the following Assessment Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
GCSE English Language 9-1 Paper 1 "Past Paper" (with extensive MARK SCHEME)
I created this “past paper” for my students who are doing the AQA board. The extract is from “Sons and Lovers” (1913) by DH Lawrence and is taken from Chapter 1. It focuses on Mrs Morel, unhappy with her situation in life, who reflects on her life and wonders, frankly, where it all went wrong! It works very well for this exam and is - as one might expect from Lawrence - beautifully and concisely written.
Most ‘past papers’ written by teachers omit a mark scheme. However, I have also created an extensive mark scheme for this paper, which mirrors those released by AQA in its format. So, for each question I have written a response - the indicative content - for each level (1-4).
As an extra, I have also included some of the other things that students may pick up on for each question (something that AQA does but in a ‘blink and you miss it’ kind of way. I would hesitate before saying these are exhaustive (who knows what our students’ minds may conjure!). However, I hope the responses and the additional suggestions will help you as teachers.
I have uploaded the PDFs but also the original Word documents if you wish to tweak them in any way (hopefully no need!)
Questions
1 List four things that are happening from this part of the source.
2 How does the writer use language here to describe Mrs Morel’s situation in life?
3 How has the writer structured the text to interest you as a reader?
4 A student, having read this section of the text said: “The writer shows us just how much Mrs Morel feels that her life is out of her control. She feels like she has been cheated, somehow.” To what extent do you agree?
5 Write a description suggested by this picture. or
Write a story entitled “The disappointment”.
The paper covers:
AO1 -Identify and interpret explicit and implicit information and ideas
AO2, Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views
A04 - Evaluate texts critically and support this with appropriate textual references
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
There is no scheme for marking the creative writing - responses are too varied to make an exemplar either possible or warranted. Please refer to AQAs mark schemes for how to arrive at a mark for Section 2.
GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercise (about Homework)
This is an editable resource (if you feel the need to tweak!) but a PDF is included too.
Ever tried to teach speech writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a speech writing task (Paper 2 Question 5) then students must be prepared for this eventuality.
This is one way to encourage students to write good speeches.
This set of prompts is designed to introduce students to speech writing in a number of ways. It resource is designed as a 60 minute section of any class and it focuses on a FULL RESPONSE for a speech about whether or not students should be made to do homework.
If you want to use exercise books, there is an ‘instruction only’ set here too.
Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are:
Para 1
Write a one word sentence using an exclamation mark.
Then, ask a rhetorical question.
Para 2
Overview
Give a brief overview of the points you will make in your speech (use the ones you jotted down on the first page).
Use a list to do this.
Don’t make this too long!
Para 3
Make your statement.
This is your message – your side of the argument. Tell your audience what your message is.
• Start with: “Personally, I believe…” or similar.
• Use a compound sentence
• Finish your last sentence with an ellipsis.
…and so on!
The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. Your students should end up with a piece containing a minimum of 9 paragraphs of varying language with structural features and language devices used throughout.
This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things.
These exercises cover the following Assessment Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Bundle
GCSE English 9-1 - Descriptive and Narrative Writing Questions (Bundle)
There are 3 main resources in this bundle.
A set of 20 pictures to be used as stimuli for narrative responses to GCSE English Paper 1 Question 5 - general pictures of people and places.
A set of 20 pictures to be used as stimuli for narrative AND descriptive responses to GCSE English Paper 1 Question 5 - general pictures of people and places.
A set of 20 pictures to be used as stimuli for narrative AND descriptive responses to GCSE English Paper 1 Question 5 - science fiction and fantasy genre.
A set of 30 pictures around the theme of Christmas - for Paper 1 Question 5
I have also included my “First World War” set of pictures - although it is free, I thought I would pop it in just in case you missed it!
Have fun!
20 GCSE English Paper 1 Q5 Descriptive & Narrative Writing Questions (Sci-Fi/Fantasy Themed)
This pack of picture questions is designed for AQA GCSE English Language 9-1, but focusing on images from the the sci-fi and fantasy genre. I created them “on demand” for my students who wanted some stimulus material that was a little more bloodthirsty than usual! Having said that, I think I have managed to keep them below what might scare your average Year 10 or 11 student. The responses you get may well make your hair stand on end, though, if “my lot” are anything to go by…!
They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response. I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess.
The pack is editable although I have included PDFs if you don’t need to… However, it looks lovely printed in colour and laminated (for use in multiple classes without them getting too battered!).
The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice.
Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus.
These exercises cover the following Assessment Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
The pack is fairly diverse - however I am restricted to sourcing images that are modifiable and can be used for commercial purposes. There is a link to the creator of the image on each of them if you do want to check the Creative Commons license (and to give the creators the credit they deserve too, of course!).
Bundle
GCSE English Grade 9-1 Paper 1 Resources MEGA BUNDLE
This bundle enables you to purchase our last 12 resources at a discount to you of 25%,
Although you can see their descriptions individually, I’ll just run through the content for you!
Scaffolded Descriptive Writing (4 resources)
20 English scaffold openers (short, bite-size, lots of 'em!)
Whole text excercise using scaffolding
2 whole text scaffolded exercises using the same picture to create different tone
3 self-scaffolded exercises where students create their own scaffold.
Questions for Paper 1 Question 5 (4 resources)
Two sets of tasks for descriptive and/or narrative writing. Altogether that will give you 90 tasks to mix and match (or otherwise!) with your students.
Structural Features Game (1 resource)
Fun for all the family (well, OK, no) with this game - students research a structural feature and then have to report their findings to the class.
Word Gym Homework and Tests (2 resources)
Need to give homework but don’t want to do any marking? Give them these (editable) quizzes. Over 10 sessions (week, however you want) send your students to the WORD GYM. 10 tasks to do as homework (probably take them an hour each) for classroom based tests (10-15 mins). 100 KS4 words for them to discover!
Spreadsheet (1 resource, 6 spreadsheets)
Using the grade boundaries for each paper (Jun 17 and 18, November 17) if you give them a mock using these spreadsheets you will be able to see your students’ grades quickly and easily.
ENJOY!
Bundle
GCSE English: 10 Vocabulary Learning Homework Tasks & Tests (Low Stakes, No marking!)
I don’t know about you but a lot of my students don’t read – much, at all, ever (unless in the classroom and that sometimes takes some coercion!). That means that the development of their vocabulary is essentially restricted to what they hear rather than what they read. This is a worry, considering that both of the written texts that they have to produce in the GCSE English exams are marked on the use of sophisticated vocabulary (amongst many other things).
However, my students do respond to a little gentle competition. I wanted to create a resource that would give them something to do for homework (the dreaded word!) but which wouldn’t take a huge amount of time. Not only that, I didn’t want to give the words VOCABULARY or SPELLING too much prominence either – the students would run for the hills (metaphorically at least). Finally I did not want to increase my workload (in terms of marking) in any way, shape or form.
So I came up with WORD GYM. The idea is that each week ten words will be given out to students. This is called the warm up – where they have to go away and discover for themselves the definition and word class of the week’s chosen words (all KS4) plus write a sentence for each word.
The follow up is the work out – the ten minute (or so) test in class where they are presented with a variety of questions.
This resource consists of:
10 warm ups (this is the homework) containing ten words each
10** work outs** (this is the test for the classroom).
The questions and answers for the 10 work outs.
Rinse and repeat. However, work outs 2-10 have 15 questions, 10 from that week’s warmup and 5 about any of the words on previous work outs.
The short tests work very well and it is hoped that you will start to see some of the words being used in other texts your students create.
These resources are all editable so if you don’t want to use a word or two you can adapt them to suit yourself.
These exercises cover the following Assessment Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
GCSE English: 5 MORE Vocabulary Learning Homework Tasks & Tests (Low Stakes, No Marking!)
The second set of WORD GYM homework and tests.
You can buy these as a bundle HERE.
I don’t know about you but a lot of my students don’t read – much, at all, ever (unless in the classroom and that sometimes takes some coercion!). That means that the development of their vocabulary is essentially restricted to what they hear rather than what they read. This is a worry, considering that both of the written texts that they have to produce in the GCSE English exams are marked on the use of sophisticated vocabulary (amongst many other things).
However, my students do respond to a little gentle competition. I wanted to create a resource that would give them something to do for homework (the dreaded word!) but which wouldn’t take a huge amount of time. Not only that, I didn’t want to give the words VOCABULARY or SPELLING too much prominence either – the students would run for the hills (metaphorically at least). Finally I did not want to increase my workload (in terms of marking) in any way, shape or form.
So I came up with WORD GYM. The idea is that each week ten words will be given out to students. This is called the warm up – where they have to go away and discover for themselves the definition and word class of the week’s chosen words (all KS4) plus write a sentence for each word.
The follow up is the work out – the ten minute (or so) test in class where they are presented with a variety of questions.
This resource consists of:
5 warm ups (this is the homework) containing ten words each
5** work outs** (this is the test for the classroom and comes as as single file).
The questions and answers for the 5 work outs, again all the questions are in a single file.
The short tests work very well and it is hoped that you will start to see some of the words being used in other texts your students create.
These resources are all editable so if you don’t want to use a word or two you can adapt them to suit yourself.
These exercises cover the following Assessment Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
20 GCSE English Language Paper 1 Q5 Style Narrative Writing Questions with Pictures
This pack of picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response. This pack of questions covers narrative responses. There are 20 options (which look great laminated!) and each picture has at least two story suggestions on it.
The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice.
Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus.
They would probably also be very useful if you are covering a class - the skills that students develop with these questions are vital for success in GCSE English as this question alone represents 25% of the entire exam.
There is a tie in with the (FREE) As Told By Teachers anthology here, in as much as some of the story suggestions have the same title as some in the anthology. As such, you can use the ones in the anthology as exemplars, if you should so wish. They are:
Lost (slide 2)
Story on a winter’s evening (slide 7)
Breakfast had been well and truly interrupted (slide 8)
The girl who came back (slide 16)
All of the wonderful pictures have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.
GCSE English: 5 Vocabulary Learning Homework Tasks & Tests (Low Stakes, No Marking!)
I don’t know about you but a lot of my students don’t read – much, at all, ever (unless in the classroom and that sometimes takes some coercion!). That means that the development of their vocabulary is essentially restricted to what they hear rather than what they read. This is a worry, considering that both of the written texts that they have to produce in the GCSE English exams are marked on the use of sophisticated vocabulary (amongst many other things).
However, my students do respond to a little gentle competition. I wanted to create a resource that would give them something to do for homework (the dreaded word!) but which wouldn’t take a huge amount of time. Not only that, I didn’t want to give the words VOCABULARY or SPELLING too much prominence either – the students would run for the hills (metaphorically at least). Finally I did not want to increase my workload (in terms of marking) in any way, shape or form.
So I came up with WORD GYM. The idea is that each week ten words will be given out to students. This is called the warm up – where they have to go away and discover for themselves the definition and word class of the week’s chosen words (all KS4) plus write a sentence for each word.
The follow up is the work out – the ten minute (or so) test in class where they are presented with a variety of questions.
This resource consists of:
5 warm ups (this is the homework) containing ten words each
5** work outs** (this is the test for the classroom).
The questions and answers for the 5 work outs.
Rinse and repeat. However, work outs 2-5 have 15 questions, 10 from that week’s warmup and 5 about any of the words on previous work outs.
The short tests work very well and it is hoped that you will start to see some of the words being used in other texts your students create.
These resources are all editable so if you don’t want to use a word or two you can adapt them to suit yourself.
These exercises cover the following Assessment Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Bundle
GCSE English Language - Scaffolded Descriptive Writing Bundle
This bundle incorporates all the scaffolded writing resources I have uploaded to TES. Together they create a continuous resource from the introduction of “bite size” openers to whole text creation. The aim, ultimately is to “self-scaffold” and that is what the last resource does. Once at that point students should be able to scaffold quickly with no assistance.
Contents:
20 English scaffold openers (short, bite-size, lots of 'em!)
Whole text excercise using scaffolding
2 whole text scaffolded exercises using the same picture to create different tone
3 self-scaffolded exercises where students create their own scaffold.
This is enough to keep your students busy for quite a while. It is also an alternative approach to descriptive writing which may enliven teaching and learning.
The aim, ultimately, is to significantly increase the marks awarded for Paper 1 Question 5 (descriptive writing) of GCSE English Language (AQA but these are editable and easily adaptable for any board).
These exercises cover the following Assessment Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
30 GCSE English Paper 1 Q5 Descriptive & Narrative Writing Questions with First World War Pictures
This pack of picture questions is designed for AQA GCSE English Language 9-1, but focusing on images from the First World War. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response. I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess. It also gives them an opportunity to discuss and write about those who fought and died in the Great War.
The resource is fairly diverse featuring, as well as UK troops, British women in the role of carpenters, ambulance drivers and mechanics. It also features soldiers from the West Indies and India.
There is also a WAGOLL (what a good one looks like) - which has been ‘marked’ by four English teachers and placed in Band 4. So, if you use it in class please tell your students that this is not the expectation for most learners but a very high level response!
There is a Kahoot you can play about this story here: https://play.kahoot.it/#/k/f21e67ee-8e7a-43a4-ad9c-83ffa9d2415e
The pack is editable although I have included PDFs if you don’t need to…
The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice.
Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus.
All pictures are over 100 years old and so out of copyright restrictions.
These exercises cover the following Assessment Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
2 GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercises
This is an editable resource but a PDF is included.
A great way to encourage students to write good descriptive pieces.
Contents
2 decriptive scaffolded writing tasks with space for student responses
The same 2 tasks without lines (if this is being done in an exercise book)
WAGOLL - What a good one looks like for both tasks
Lesson Plan
Cheat sheets at the back of instructions to help students with them.
A great way to encourage students to write good descriptive pieces.
This set of prompts is designed to introduce students to descriptive writing in a number of ways…
The resource is designed as a 2 60 minute section of a class and it focuses on a FULL RESPONSE for a description of a picture. one set prompts students to write a happy piece and the second prompts them to write a sad one (SAME PICTURE).
there is one lesson plan but you could easily diverge. A teacher might give half the class the happy task and the other half the sad task. I hope that these tasks will also promote discussion about how time, place, colours and smells can impact on a piece of writing, give it a certain mood.
Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are:
Para 1
Start with a one word sentence, stating the time of year – spring. Then use a simple sentence to describe the woman positively.
Para 2
Shift and describe the setting (don’t worry that you can’t see it!).
As a minimum, your paragraph should include…
• a simile about the busy people walking happily by.
• Describe the sky – what can be seen? Use bright colours!
• Smells – is there a baker’s shop? A coffee shop?
• Write a compound sentence about the passing traffic and the sound it makes.
• Start the last sentence with “Around the old woman, life…”
Add anything else you want about the setting ONLY.
…and so on!
The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. They should end up with a piece containing a minimum of 7 paragraphs of varying language with structural features and language devices used throughout.
This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things.
There is also a ‘five senses’ prompt on the lesson handout, to encourage students to use one or more of these in their writing.
These exercises cover the following Assessment Objectives:
AO5:
AO6:
GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercise
This is an editable resource but a PDF is included too.
Ever tried to teach descriptive writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a descriptive writing task (Paper 1 Question 5) then students must be prepared for this eventuality.
This is one way to encourage students to write good descriptive pieces.
This set of prompts is designed to introduce students to descriptive writing in a number of ways…
The resource is designed as a 60 minute section of any class and it focuses on a FULL RESPONSE for a description of a picture.
If you want to use exercise books, there is an ‘instruction only’ set here too.
Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are:
Para 1
Start with a one word sentence, stating the time of day – or year. Then use a simple sentence to describe the sea.
Para 2
Describe the setting.
As a minimum, your paragraph should include…
• a simile about the place e.g. the sun was like… The air was as…
• Describe the sky – what can be seen? Use colours!
• Write a compound sentence about the sun and/or sea.
• Start the last sentence with “In the distance…”
Add anything else you want about the setting ONLY.
…and so on!
The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. Your students should end up with a piece containing a minimum of 7 paragraphs of varying language with structural features and language devices used throughout.
This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things.
There is also a ‘five senses’ prompt on the lesson handout, to encourage students to use one or more of these in their writing.
These exercises cover the following Assessment Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Bundle
GCSE English Grade 9-1 Paper 1 Resources
This bundle consists of 3 separate resources
Paper 1 Question 5 Descriptive & Narrative Writing Questions
This pack of picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response (although both tasks can be descriptive or narrative and this pack reflects that). I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess!
The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice.
Structural Features Game
This was created for learners doing GCSE English Language - the new Grade 9-1 Course. It can be used as a revision but more particularly as an introduction to structural features. Paper 1 Question 3 is the structure questions where learners must comment on structure (see example question below from the June 2018 examination). A student response can easily become muddled if they are not confident with the terminology used to do that.
The game is designed to be naturally differentiated - the quality of the responses will depend on the ability of the students but all can participate. Learners are given individual structural features to investigate and must report back on it to the class, including an easy-to-understand definition and hopefully examples of where it is used in one of a variety of forms. If there are no opportunities to use internet enabled devices in class, this could be easily changed to be a homework activity. It is also perfect for a cover class!
Scaffolded Descriptive Writing
This set of prompts is designed to introduce students to descriptive writing in a number of ways…
The resource is designed as a 10-15 minute section of any class and it focuses on an opening paragraph for a description of a picture. Students can build their confidence here before then progressing to longer pieces. It could also be used as a ‘snap’ revision session, a cover class (where more than one is attempted) or as a prompt for a longer response which the students must do once they finish their first paragraph. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things.
20 GCSE English Language 9-1 Scaffolded Descriptive Writing Opening Exercises
If you need short tasks to use with or email out to students, look no further!
Ever tried to teach descriptive writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a descriptive writing task (Paper 1 Question 5) then students must be prepared for this eventuality.
This is one way to encourage students to write good descriptive pieces.
This set of prompts is designed to introduce students to descriptive writing in a number of ways…
The resource is designed as a 10-15 minute section of any class and it focuses on an opening paragraph for a description of a picture. Students can build their confidence here before then progressing to longer pieces. It could also be used as a ‘snap’ revision session, a cover class (where more than one is attempted) or as a prompt for a longer response which the students must do once they finish their first paragraph. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things.
There is a selection of 20 pictures so you can choose which to give to specific students you think may engage with the picture. I have called them ‘picture challenges’ to try and encourage a little competition. Perhaps there could be something as a prize for the one judged the best by peers?
The pictures are all used under a Creative Commons license which means that while the link to the original is included to credit the photographer(s) they are free to use and modify.
There are a number of prompts on each handout. Here is an example.
WRITE A DESCRIPTION SUGGESTED BY THIS PICTURE. Your description should be five to seven sentences in length.
Start with a one-word sentence about time (e.g. season, time of day), location, event or emotion.
Try to use the following words somewhere in your description: pungent, vengeful, applause (these change on each picture).
You must use two or three linguistic devices of your choice.
Remember to use Standard English!
There is also a ‘five senses’ prompt on each of the pictures, to encourage students to use one or more of these in their writing.
These exercises cover the following Assessment Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Functional Skills English L1 Skills Tracker and Learning Plan (OLD SPEC)
This could save some time…
This spreadsheet contains five sheets:
A front page enter their details (name etc) and yours, that are then copied through to all other sheets (so name only goes in once).
A writing FCP (Form, Content, Purpose) Skills Tracker sheet for the Writing Unit
A Writing SPAG (Spelling and Grammar) Skills Tracker for the Writing Unit
A Reading Skills Tracker for the Reading Unit
A Speaking & Listening Skills Tracker
Together they build to give you a complete picture of where your student’s skills lie. They can be updated twice during the year so that students can measure their progress.
Hope it’s useful to you!
BTEC L2 Extended Cert in ICT - Grade Calculator in Excel
This editable spreadsheet allows your students to calculate their grades easily.
It has the following units:
Online World, Tech Systems, Digital Portfolio, Graphics, Animation, Spreadsheets, Databases. Web Design, Computer Networks.
It does give ‘false’ results if students enter high grades for some units and none for the others so there is a note at the side warning them of this!
Functional Skills English - Writing an Email of Complaint (Activity and Lesson Plan)
This writing exercise is for students working towards L1 although E3 students should also be able to cope.
It is based on writing an email of complaint when a leather jackets turns out to be the 'wrong one".
Full lesson plan and activity sheet with scenario included.
Functional Skills English Speaking and Listening Lesson Plan with Resources
It can be difficult to engage learners when it comes to Speaking and Listening. Students must make relevant and extended contributions to a discussion and so it is important to choose a subject which will engage them. So I created this lesson plan where they more or less talk about themselves - or teenagers at least - and what they should do before they turn twenty. The scenario gives students the chance to allow for and respond to others’ input, make different kinds of contributions to discussions and to present information/points of view clearly and in appropriate language
This can easily be adapted for an adult class where they reflect on what they would have liked to have done…
All documents are editable. They are:
Lesson plan for the session
Formal discussion - handout explaining the scenario and with space for the students to make notes
A reflection sheet for students to fill out once the discussion is over
An additional task in which students can write the article they have discussed
A couple of pages of possible comments that can go on the assessment record sheet for individual students
Plus there is a video to give the students some visual stimulation when they are gathering their ideas for the discussion.
I have done this many time with classes - and it works very well!
Hope you find it useful!